STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 | Page 20

Choice-based learning outcomes
Product – Demonstrating Understanding through
Choice-Based Learning
Inevitably, when it comes to Differentiated Instruction, teachers tend
to be concerned about the varied outcomes and assessment criteria.
To mitigate this, the teacher could craft the module with knowledge of
their students’ learning abilities in mind. In this module, the art task
for students was to create a series of animal-themed merchandise that
would serve as souvenirs for the Wildlife Reserves Singapore.
As a means to develop students’ drawing skills and fulfil their roles as
product designers, they were equipped with learning opportunities in
both realistic drawing (which can be more challenging) and illustrative
drawing (which is more representational in nature). These two drawing
styles were intentionally selected to provide a choice-based learning
approach in order to cater to the students’ learning needs. They had
the liberty to choose between these two styles and determine which
method suited them best, or would challenge them most. A conscious
decision was hence made as a designer, to execute the chosen style
depending on their strengths. This process allowed students to own
the work they created. Be it in the realistic or illustrative style, all
the students created their series of designs for the animal-themed
merchandise at the end of the module. Everyone delivered the task
and felt accomplished!
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As rightly put by Tomlinson, Differentiated Instruction “offers
different
approaches to what students learn, how they learn
it, and how they demonstrate what they’ve learned.”
It helps teachers to optimise learning and make effective learning occur.
Ultimately, I want my students to believe in their inherent abilities, to embrace
their strengths, be affirmed and feel encouraged. I believe that most of us as
educators adopt some form of Differentiated Instruction in our classrooms. It
is the pride of the teacher when students walk out of the classroom believing
that they have achieved something. Differentiated Instruction has liberated
the ‘should and should not’ of teaching, and both teachers and students can
benefit from the teaching and learning experiences.
References:
Clapper, T. C. (2010). Creating the safe learning environment. PAILAL, 3(2), 1-6.
Heacox, Diane (2002), Differentiating Instruction in the Regular Classroom.
Minneapolis, MN: Free Spirit Publishing.
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse
Classrooms. Third Edition. ASCD.
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